This thesis examines Ghana's decentralised educational planning policy by exploring meanings of decentralisation and decentralised educational planning, the legal framework and how it has been implemented in practice at district level from the perspectives of key stakeholders. In Ghana public policy measures have been directed towards the decentralisation of educational planning and management of pre-tertiary education to address education inefficiencies. To this end, various decentralised educational structures such as School Management Committees (SMCs) and Parent Teacher Associations (PTAs) have been institutionalized to encourage community participation in educational planning and decision-making. Attempts to enhance community involvement in Ghana resonate with global efforts. Several developing countries have chosen to decentralize educational planning in the hope of obtaining increased participation of stakeholders in educational planning and decision making. Despite the strong policy commitment to decentralisation and decentralised educational planning, this has not translated into practice. The understanding and involvement of key educational stakeholders in decentralised educational planning fall short of expectation. It is against this background that this study examines the experiences of stakeholders in decentralised educational planning in Ghana. The study employed a qualitative research approach focused on purposively sampled districts (Accra Metropolitan Directorate of Education and Komenda- Edina- Eguafo- Abrem). The key participants in the study were 2 Senior Education Officers, 2 Planning Officers, 2 Headteachers, 2 SMC representatives and 2 PTA representatives. Both primary and secondary data were collected. Interview guides were used in the collection of qualitative data while statistical data were collected from Education Management Information System (EMIS). In order to achieve the specific objectives set within the main purpose of this study, the main question which guides this study is: What is the understanding and participation of District Officers, Heads of Schools and other stakeholders of Decentralisation and Decentralised Educational Planning? The study found that stakeholders have diverse understandings about the meaning of decentralisation, and decentralised educational planning. In general it was found that decentralisation entails empowering the districts/locals to make decision and being accountable for the decisions made. Educational decentralisation refers to devolution of educational delivery from Ghana Education Headquarters to the districts with the regional directorate gradually taking the role of the GES headquarters and the district directorates where final authority will reside at the District Assembly. Decentralised educational planning means empowerment to plan and take decision at the local or district level of educational delivery. The study also found that SMC/PTA members participate in the decentralised educational planning process but that their level of involvement is very low. The study also notes that there is weak capacity development for planners and other stakeholders in a system of decentralised education planning. The study suggests that a number of challenges should be addressed to ensure effective decentralised education planning. This thesis provides new insights into decentralised educational planning in Ghana contributing to the extant literature on the topics.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:725216 |
| Date | January 2017 |
| Creators | Edzii, Abaidoo Adentwi |
| Publisher | University of Sussex |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://sro.sussex.ac.uk/id/eprint/70377/ |
Page generated in 0.0019 seconds